FEDERAL UNIVERSITY OF LAFIA, NASARAWA

STATE
FACULTY OF EDUCATION
DEPARTMENT OF LIBRARY AND
INFORMATION SCIENCE
COURSE CODE: LIS312
COURSE TITTLE: RESEARCH METHODOLOGY
IN LIBRARY AND INFORMATION SCIENCE
NAME: FANOPE MIRACLE OREOLUWA
MATRIC NUMBER:2020/ED/LIS/0041
DATE: 24th may 2024

ASSIGNMENT
Question
Write 10 pages mini proposal. Use 6th edition of Apa
style

TOPIC: THE ROLE OF ICT IN PROMOTING INFORMATION

LITERACY AMONG STUDENTS OF THE FACULTY OF

EDUCATION, FEDERAL UNIVETRSITY OF LAFIA.

 CHAPTER ONE
INTRODUCTION
Background of the Study
The concept of information literacy has garnered significant attention in recent decades, driven by
the exponential growth of information resources and the pervasive integration of Information and
Communication Technologies (ICTs) into various facets of modern society, including education.
The Association of College and Research Libraries (ACRL, 2000) defines information literacy as
"a set of abilities requiring individuals to recognize when information is needed and have the
ability to locate, evaluate, and use effectively the needed information."
The importance of information literacy in the educational context cannot be overstated. As
Eisenberg (2008) highlights, information literacy skills equip students with the ability to navigate
the vast and ever-expanding information landscape, critically evaluate information sources, and
effectively apply the acquired knowledge to achieve academic and personal goals. Moreover, Baro
and Keboh (2012) assert that information literacy is a crucial prerequisite for lifelong learning,
enabling individuals to adapt to the rapidly changing information environment and continually
acquire new knowledge and skills.
The integration of ICTs into educational settings has revolutionized the way information is
accessed, shared, and utilized. The proliferation of digital resources, such as online databases,
e-journals, and educational portals, has vastly expanded the breadth and depth of information
available to students and educators alike. As Chu, Tse, and Chow (2011) point out, ICTs have the
potential to enhance information literacy by providing students with access to a wealth of
information resources and facilitating the development of critical thinking and research skills.
However, the mere availability of ICTs does not guarantee the effective development of
information literacy skills. Probert (2009) emphasizes that the successful integration of ICTs in
fostering information literacy requires a strategic approach that addresses both technological and
pedagogical considerations. Educators must possess the necessary skills and knowledge to
effectively leverage these technologies and create learning experiences that promote the
acquisition of information literacy competencies.
In the context of teacher education programs, the development of information literacy skills
among prospective teachers is of paramount importance. As future educators, these individuals
will play a crucial role in shaping the information literacy competencies of their students. Kovalik,
Yutzey, and Piazza (2012) highlight the need for teacher education programs to prioritize the
integration of ICTs and information literacy instruction, equipping pre-service teachers with the
necessary skills to navigate and effectively utilize information resources in their future classrooms.
Statement of Problem
Despite the recognized importance of information literacy and the potential of ICTs in enhancing
these skills, there exists a need for empirical research to assess the current state of ICT integration
and its impact on information literacy development among students in specific educational
contexts. This study aims to address this gap by exploring the role of ICTs in fostering information
literacy among students in the Faculty of Education at the Federal University of Lafia.
Statement of the Problem Despite the recognized importance of information literacy and the
proliferation of ICTs in educational settings, there exists a need to evaluate the extent to which
these technologies are effectively utilized to foster information literacy among students in the
Faculty of Education at the Federal University of Lafia. While ICTs have the potential to
revolutionize the way information is accessed, evaluated, and applied, their mere presence does
not guarantee the development of information literacy skills. A comprehensive understanding of
the current state of ICT integration and its impact on information literacy among students is
crucial to identify areas for improvement and implement targeted strategies.
Research Objectives
The main objective of this study is to identify the importance of ICT form information literacy
among students of facuty of education. The specific objectives are as follows:
1. To assess the level of information literacy among students in the Faculty of Education at
the Federal University of Lafia.
2. To examine the availability and utilization of ICTs in the faculty for enhancing
information literacy.
3. To identify the challenges faced by students and faculty members in effectively
integrating ICTs for information literacy development.
4. To propose strategies and recommendations for optimizing the role of ICTs in fostering
information literacy among students in the Faculty of Education
Research Questions
1. What is the level of information literacy among students in the Faculty of Education at the
Federal University of Lafia?
2. What ICTs are available in the Faculty of Education, and to what extent are they utilized for
enhancing information literacy among students?
3. What challenges do students and faculty members face in effectively integrating ICTs for
information literacy development within the Faculty of Education?
4. What strategies and recommendations can be proposed to optimize the role of ICTs in
fostering information literacy among students in the Faculty of Education at the Federal
University of Lafia?
Significance of the Study
The significance of this research endeavor resonates across multiple stakeholders within the
educational ecosystem, holding profound implications for students, faculty members, university
administrators, and educational policymakers alike.
For students, the study underscores the pivotal role of information literacy in their academic and
professional pursuits. By highlighting the potential of ICTs in developing these essential skills, the
research aims to foster a deeper understanding among students of the critical importance of
information literacy competencies in today's digital age.
Faculty members within the Faculty of Education will benefit from the valuable insights gleaned
from this study. The findings will illuminate areas for improvement and provide a roadmap for
implementing effective strategies to leverage ICTs in fostering information literacy among their
students. This, in turn, will enhance the quality of instruction and empower educators to better
prepare their students for the challenges of the 21st century.
The study's recommendations will also inform institutional policies and resource allocation
decisions within the Federal University of Lafia. University administrators will gain a
comprehensive understanding of the current state of ICT integration and information literacy
development, enabling them to make informed decisions regarding the allocation of resources,
infrastructure development, and the implementation of targeted initiatives to support these efforts.
Scope of the Study
This research endeavor delves into the intricate relationship between Information and
Communication Technologies (ICTs) and information literacy development within the context of
the Faculty of Education at the Federal University of Lafia. The study's scope encompasses an
in-depth exploration of the current state of information literacy competencies among students
pursuing various degree programs within the faculty.
Operational Definition of Research Concepts
Information and Communication Technologies (ICTs) In the context of this study, ICTs refer to
the various digital technologies and tools used for information processing, storage, retrieval, and
communication.
Information Literacy: For the purpose of this study, information literacy is defined as the set of
abilities and competencies required to recognize when information is needed, and to locate,
evaluate, and effectively utilize the needed information from a variety of sources
Integration of ICTs: The integration of ICTs in this study refers to the purposeful and effective
utilization of digital technologies and resources to support and facilitate the development of
information literacy skills among students. This includes the incorporation of ICTs into teaching
and learning activities, assignments, assessments, and overall pedagogical approaches within the
Faculty of Education.
 CHAPTER TWO
REVIEW OF LITERATURES
Conceptual Framework
Concept of Information Literacy
Information literacy has emerged as a critical skill set in the digital age, enabling individuals to
effectively navigate the vast expanse of information resources and make informed decisions.
Grassian and Kaplowitz (2009) define information literacy as the ability to "recognize when
information is needed and to locate, evaluate, and use effectively the needed information" (p. 4).
The Association of College and Research Libraries (ACRL, 2000) further emphasizes the
importance of information literacy in higher education, highlighting its role in fostering lifelong
learning and enabling students to become critical thinkers and effective problem-solvers.
In the context of teacher education programs, the development of information literacy skills
among pre-service teachers is of paramount importance. As future educators, these individuals will
play a pivotal role in shaping the information literacy competencies of their students. Kovalik et al.
(2012) assert that information literacy instruction should be integrated into teacher education
curricula, equipping prospective teachers with the necessary skills to navigate and effectively
utilize information resources in their future classrooms.
Concept of ICT (Information and Communication Technologies)
The integration of Information and Communication Technologies (ICTs) into educational settings
has profoundly transformed the way information is accessed, shared, and utilized. ICTs encompass
a wide range of digital technologies, including computers, internet resources, digital libraries, and
online learning platforms (Twinomugisha et al., 2012). The proliferation of these technologies has
vastly expanded the breadth and depth of information available to students and educators alike.
Numerous studies have highlighted the potential of ICTs in enhancing information literacy among
students. Chu et al. (2011) demonstrated that collaborative teaching and inquiry project-based
learning, facilitated by ICTs, can effectively develop information literacy and information skills
among primary school students. Similarly, Probert (2009) found that integrating ICTs into
classroom instruction can foster information literacy skills, provided that teachers possess the
necessary pedagogical knowledge and strategies.
Students of the Faculty of Education
Students pursuing education degrees are uniquely positioned to benefit from the development of
information literacy skills and the effective integration of ICTs into their learning experiences. As
future teachers, these individuals will be responsible for imparting knowledge and fostering
critical thinking abilities among their students (Kovalik et al., 2012). Consequently, it is crucial
that they possess robust information literacy competencies and the ability to leverage ICTs
effectively in their teaching practices.
However, research suggests that there may be gaps in information literacy skills among education
students. Maybee (2006) found that many undergraduate education students lack proficiency in
identifying and articulating their information needs, locating relevant resources, and evaluating
information sources critically. These findings highlight the need for targeted interventions and
curriculum enhancements to address these deficiencies.
Challenges in Integrating ICTs for Information Literacy Development
Several studies have explored the challenges faced by students and faculty members in effectively
integrating Information and Communication Technologies (ICTs) for fostering information
literacy skills. These challenges can hinder the successful implementation of ICT-enabled
information literacy initiatives and impede the development of these critical competencies among
students.
Technological Barriers
One of the primary challenges is the lack of adequate ICT infrastructure and access to resources.
Twinomugisha et al. (2012) highlight that many educational institutions, particularly in developing
countries, face limited access to computers, reliable internet connectivity, and digital resources
such as online databases and e-journals. These technological limitations can significantly hinder
the integration of ICTs into information literacy instruction and learning activities.
Pedagogical Challenges
Beyond technological barriers, pedagogical challenges also play a significant role. Probert (2009)
found that some educators lack the necessary knowledge and skills to effectively integrate ICTs
into their teaching practices and design instructional strategies that promote information literacy
development. This can be attributed to insufficient professional development opportunities and a
lack of training in leveraging technology for enhancing information literacy skills.
Strategies and Recommendations for Optimizing the Role of ICTs
To address the challenges and optimize the role of ICTs in fostering information literacy among
students, several strategies and recommendations have been proposed in the literature:
Curriculum Integration and Instructional Design
One key strategy is the integration of information literacy instruction and ICT-enabled learning
activities into the curriculum (Kovalik et al., 2012). This can involve designing assignments and
assessments that require students to utilize digital resources, evaluate information sources, and
apply information literacy skills in authentic contexts. Additionally, incorporating ICTs into
instructional strategies, such as inquiry-based learning, collaborative projects, and multimedia
presentations, can enhance engagement and reinforce information literacy competencies.
Professional Development and Training
Providing professional development opportunities for faculty members is crucial to building their
capacity to effectively integrate ICTs and information literacy instruction (Tondeur et al., 2012).
These professional development programs should focus on improving technological proficiency,
pedagogical strategies for ICT integration, and best practices in information literacy instruction.
Empirical Review
Several empirical studies have investigated the integration of ICTs and the development of
information literacy skills among students, particularly in the context of teacher education
programs.
Kovalik et al. (2012) conducted a study to explore the information literacy skills of high school
seniors enrolled in a course designed to prepare them for college-level research. The findings
revealed that while students demonstrated proficiency in locating and accessing information
sources, they encountered challenges in critically evaluating the credibility and relevance of the
sources. The study highlighted the need for explicit instruction and scaffolding to develop these
higher-order information literacy skills.
In a study by Chu et al. (2011), the researchers investigated the effectiveness of a collaborative
teaching and inquiry project-based learning approach, facilitated by ICTs, in enhancing
information literacy among primary school students. The results indicated that students who
participated in this approach showed significant improvements in their ability to locate, evaluate,
and synthesize information from multiple sources, as well as their engagement and motivation in
the learning process.
Tondeur et al. (2012) conducted a qualitative synthesis of studies focused on preparing pre-service
teachers to integrate technology in education. Their analysis revealed several challenges, including
inadequate access to ICT resources, lack of technical and pedagogical support, and limited
opportunities for hands-on experience with technology integration during teaching practice. The
study emphasized the need for comprehensive professional development programs and the
integration of technology competencies throughout teacher education curricula.
Summary of Review Literature
The literature review highlights the importance of information literacy in the digital age and the
potential of ICTs to enhance the development of these critical skills among students, particularly
those pursuing education degrees. However, several challenges have been identified in effectively
integrating ICTs for information literacy development, including technological barriers,
pedagogical challenges, resistance to change, and institutional and policy-related obstacles.
To address these challenges, various strategies and recommendations have been proposed, such as
curriculum integration, professional development, infrastructure and resource allocation,
collaboration and partnerships, and supportive institutional policies and leadership. Empirical
studies have provided insights into the current state of information literacy skills among students,
the effectiveness of ICT-enabled instructional approaches, and the challenges faced by pre-service
teachers in integrating technology into their teaching practices.
 CHAPTER THREE
METHODOLOGY
This chapter outlines the methodology used in conducting the study. The methodology is divided
into several sections, including the design of the study, study area, population, sample and
sampling techniques, data collection instruments, validation of instruments, data collection
method, and data analysis method.
Research Design
This study will employ a descriptive survey research design. The descriptive survey method is
appropriate for this study as it allows for the collection of data from a representative sample of the
population to describe the current state of affairs with regard to the role of ICTs in enhancing
information literacy among students in the Faculty of Education at the Federal University of Lafia.
Area of Study
The study will be conducted at the Federal University of Lafia, specifically within the Faculty of
Education. The Federal University of Lafia is a public university located in Lafia, the capital city
of Nasarawa State, Nigeria.
Population
The target population for this study comprises all students currently enrolled in various degree
programs within the Faculty of Education at the Federal University of Lafia. According to the
faculty records, the total number of students is 1,091.
Sample and Sampling Techniques
A stratified random sampling technique will be employed to select a representative sample of
students from the target population. The population will be stratified based on the level of study
(100, 200, 300, and 400 levels) and degree programs. From each stratum, a proportionate number of
students will be randomly selected to participate in the study.
The sample size will be determined using the Taro Yamane formula for calculating sample size
from a finite population:
n = N / (1 + N(e)^2)
Where: n = sample size N = population size (1,091) e = level of precision or margin of error (0.05)
Therefore the sample size will be 170
Method of Data Collection
The researcher, with the assistance of research assistants will administered a structured
questionnaire to 173 students across the four levels in the faculty of education.
Method of Data analysis
The data collected with the questionnaire will analyzed using mean score. A mid-point of 2.50
criterion mean was accepted as positive response because the average individual measure is 2.50,
while any number from 2.49 and below was considered negative. The scores given to any item
were computed as follows: the sum of the value points divided by the number of the responses.
The following real limit of numbers in accordance with the response mode was used to take
decision on research questions.
References
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